Perceptions and Knowledge of Preservice and Inservice Educators About Early Reading Instruction
Abstract
A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally, they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher education.
Reference
Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51(1), 97-120
Journal
Annals of Dyslexia
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- midwest
- Southwestern United States
Institutional Context
Certification Level
- Elementary
- Generalist
- Special Education
Programatic Focus
- Elementary
- Special Education
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
252
Other Participant Data
Duration of Data Collection
Data Sources
- Teacher Knowledge Assessment- Structure of Language (Mather, Bos & Babur, 2001)
- Teacher Knowledge Assessment: Structure of Language (TKA: SL)
- Teacher Perceptions About Early Reading and Spelling
Data Analysis Tools
Researcher Positionality
Research Questions
"First, how can perceptions regarding explicit and implicit code instruction and knowledge of the structure of language be characterized for preservice and inservice educators?" (p. 108)
Is this research question explicit from the manuscript? Yes
Third, how do preservice and in- service general and special educators' perceptions and knowledge compare? (p. 108)
Is this research question explicit from the manuscript? Yes
And fourth, how do preservice and inservice educators' perceived level of preparedness to teach relate to their perceptions of explicit and implicit code instruction and their knowledge of the structure of language? (p. 108)
Is this research question explicit from the manuscript? Yes